Journal archive
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Competency-based approach in entrepreneurship education |
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Successful teaching of entrepreneurship depends on how well an education program develops
critical and very difficult to develop mental capabilities and personal competencies (in particular,
creativity, and decisiveness at situations of uncertainty). The most critical are set of skills that enable
to manage the process of a new product development at initial («fuzzy-front end») stage, the stage
of high uncertainty about customer profiles, the product design concept, its features and and engineering
design. The paper is devoted to assessing and discussing the ability of graduates of MBA
programs and master’s programs on entrepreneurship without engineering or design background to
manage the creation of innovative products and start-ups by using lean startup and «customer development
» approaches. Based on the results of empirical research carried out at the Laboratory of
Innovative Business and Entrepreneurship (innovationStudio) and with the participation of global innovative
companies and partners of the OIPEC international project, we create and test educational
methods and interdisciplinary educational content to develop critical entrepreneurial competencies
for innovative products development.
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Modern Russian universities solve several problems in order to increase their competitiveness.
One of them is the development of students’ soft skills. This allows graduates to successfully integrate
into the modern business and gain job achievements. One of the programs that forms soft
skills is a course in Entrepreneurship. In Perm National Research Polytechnic University this course
is available for students since 2012 (as a part of complex ‘Students’ entrepreneurial activity development
project’ launched at 2007). It’s an elective course available for students of all majors within
the University. About 700 students of 9 faculties choose this course annually. This course allows
students to get acquainted with the principles of entrepreneurship, try to develop their own entrepreneurial
project. The main principles of the course are the orientation to practice and the use of
gamification of the learning process. Gamification does not mean the transformation of classes into
a game, but the use of techniques of active involvement of participants in a dynamic and two-sided
educational process. Entrepreneurship teaching process involves the use of «Flipped Class» principle.
The main part of the class time is devoted to the analysis of students’ projects. The teacher’s
role is to help students in developing their entrepreneurial competencies. Also students are taught
to operate models and calculations. In this case the role of the teacher (or tutor) is to create a class
with ‘lean environment’, which stimulates, even a little interested in the initial stage of students, to
engage in the development of projects. Classes are conducted by practitioners who have their own
entrepreneurial experience or experience in real business. This all becomes possible, thanks to the
university entrepreneurial ecosystem, which includes entrepreneurial clubs, business-incubators,
startups’ competitions, information resources etc.
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Industry competencies in entrepreneurship |
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In the system of secondary vocational education with the introduction of the new Federal state
educational standards developed with consideration of the 50 most popular and perspective professions
and specialties of the SVE, from 2017 the question of training middle-level specialists with
business skills becomes urgent. The article presents the five-year practical experience of State
budgetary vocational educational institution «South Ural Versatile College» in the training of middlelevel
technicians with entrepreneurial skills.
There are the results of work in the status of the regional innovative platform from 2012 to 2015.
In this period, the phenomenon of entrepreneurship was explored, a model for forming entrepreneurial
competencies and an innovative teaching and methodical complex were developed, tested
and introduced into the educational process. Verification of the model’s effectiveness was carried
out on the basis of the analysis of the formation of competences of entrepreneurial activity. The article
presents the results of the training and measuring means.
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This article analyzes the current state of Russian motor sport through the prism of competencebased
approach to the sports industry. Presents The results of author’s sociological surveys are
presented, which, on the one hand, show the interest of young people to the emergence of schools
for the training of qualified athletes; on the other hand — reflect the low public awareness of road
competitions and, as a consequence, the lack of knowledge about competences in this industry.
However, on the author’s deep belief, karting centres development in Russia on the basis of publicprivate
partnership, introducing specialized courses to educational process of General, secondary
and higher education could contribute to the achievement of social effect from the popularization of
sport and, as a consequence, increase of sports results in the international field. From the point of
view of the theory of entrepreneurship, this kind of action can contribute to social entrepreneurship
development.
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Modern sport now has evolved into a powerful, investment-attractive industry. Leading international
sports organizations, sports leagues and professional clubs operate as a proper commercial
enterprise and have a good level of income.
The article provides analysis of key trends in the global sports industry, which is extremely important
in order to correctly prioritize the training of managers and entrepreneurs for the Russian sports
organizations.
An attempts to show how sports education looks in Russia today taking into account specifics
of different educational programs is made in the article. On the example of the Sport management
faculty of the «Synergy» University the matrix of professional competencies of students of undergraduate
and graduate programs is described.
Russian sports industry has good opportunities for the development of entrepreneurial projects,
and therefore it is necessary to shift the focus towards entrepreneurship education in sport.
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Educational environment of entrepreneurship |
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The article is devoted to the analysis of causes for low entrepreneurial activity in Russia and its
limited growth rates. The authors note that this situation is also typical for other transition countries
and it is connected with historical background and mental peculiarities the absence thereof adaptive
entrepreneurial culture. There are certain tendencies in development of mental characteristics
of modern Russian business connected with certain features of national business environment. Infrastructural
constituents of external business environment mold those standards, norms, rules that
characterize entrepreneurial culture shape. Modern economic environment demands maximum efficiency
of infrastructure facilities use for business support as a an input tool for business activity
development, creation of an assessment system for evaluating the impact of support institutions on
shaping positive properties of business environment.
This paper highlights systematizing of infrastructural instruments of business activity support upon
criterion of an impact extent on entrepreneurial culture condition. To such criteria the authors refer
the following: attitude toward property; resource management; attitude toward own and hired human
capital; attitude toward income and principles of its distribution; attitude toward social corporate
responsibility; implemented business ethics principles.
As a result, the authors reveal correlation of institutional tools application principles for additive
entrepreneurial culture formation at different lifecycle milestones.
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The paper discusses the practical application and results of the intellectual educational platform
«Constructor delo», for entrepreneurs of the Leningrad region, the current problems of assessing
entrepreneurial competencies, outlines the main goals and objectives, as well as the mechanics of
the educational platform.
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